Planning Models
Patti Maisner
Kaplan University
Introduction Evaluation models measure the worth and impact of an intervention or program, done by asking questions, assessing steps, and getting feedback; all which will lead to improvements in the program. Major sections to evaluate are: implementation, effectiveness, efficiency, cost-effectiveness, and attribution. All of the above have the potential to save resources, including lives. One popular model is the PRECEDE-PROCEDE model ([Predisposing, Reinforcing, and Enabling Constructs in Educational/Environmental Diagnosis and Evaluation] and [Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development]) (Centers for Disease Prevention …show more content…
Department of Health and Human Services, 2013)]
PRECEDE Model: Educational Diagnosis: Lung Cancer Use a planning model such as PRECEDE-PROCEED Model (PPM) allows public health planners to use a large structure so that an environmental approach can be followed to decrease the disease or condition at hand, in this case, use of tobacco (Crosby & Noar, 2011). PPM uses planning and evaluation, so when looking at the diagram below (applicable portion outlined in blue) directions for what evaluation to use at each phase can be seen. Not only is there methodical steps to use, it is visually appealing in the presentation of its schematics. (Matlo, 2012)
Continuing with the process, in regard to educational diagnosis which includes Phases: 1, 2, 3, and 4 (Social, Epidemiological, Behavioral, Environmental, Educational, and Ecological diagnosis respectively) (University of Kansas, 2015). Phase 1, social diagnosis, requires planners to identify and evaluate the social problems have an effect on our target population, or those that use tobacco. We need to understand how everyday problems might act as barriers to the quality of life in the community, i.e. assets and deficits, and what is available to use to promote behavioral change. Planners can appoint a committee so that forums can be utilized for interviews and surveys for the feedback necessary for an educational diagnosis or assessment. In short, we are looking at what prompts someone …show more content…
They involve predisposing, enabling, and reinforcing factors. Through surveys and one-on-one interviews planners will learn what prompts tobacco users to smoke. Is it knowledge, their belief or value system, or perhaps their attitude. Enabling factors disclose the features cause an action or skill to bring forth a behavior; so we can use this to look at why one smokes as well as what will help the person to choose an alternative behavior. Reinforcing factors give a consequence to the behavior. They can be rewards and punishments, like support groups and pairing with someone else who is trying to not use tobacco. To assess Phase 3, we can use impact evaluation (Phase 8) which gives the planners the extent to how the program worked. Would’ve the participant choose to stop using tobacco if he had not enrolled in the workshop and received the
Patti Maisner
Kaplan University
Introduction Evaluation models measure the worth and impact of an intervention or program, done by asking questions, assessing steps, and getting feedback; all which will lead to improvements in the program. Major sections to evaluate are: implementation, effectiveness, efficiency, cost-effectiveness, and attribution. All of the above have the potential to save resources, including lives. One popular model is the PRECEDE-PROCEDE model ([Predisposing, Reinforcing, and Enabling Constructs in Educational/Environmental Diagnosis and Evaluation] and [Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development]) (Centers for Disease Prevention …show more content…
Department of Health and Human Services, 2013)]
PRECEDE Model: Educational Diagnosis: Lung Cancer Use a planning model such as PRECEDE-PROCEED Model (PPM) allows public health planners to use a large structure so that an environmental approach can be followed to decrease the disease or condition at hand, in this case, use of tobacco (Crosby & Noar, 2011). PPM uses planning and evaluation, so when looking at the diagram below (applicable portion outlined in blue) directions for what evaluation to use at each phase can be seen. Not only is there methodical steps to use, it is visually appealing in the presentation of its schematics. (Matlo, 2012)
Continuing with the process, in regard to educational diagnosis which includes Phases: 1, 2, 3, and 4 (Social, Epidemiological, Behavioral, Environmental, Educational, and Ecological diagnosis respectively) (University of Kansas, 2015). Phase 1, social diagnosis, requires planners to identify and evaluate the social problems have an effect on our target population, or those that use tobacco. We need to understand how everyday problems might act as barriers to the quality of life in the community, i.e. assets and deficits, and what is available to use to promote behavioral change. Planners can appoint a committee so that forums can be utilized for interviews and surveys for the feedback necessary for an educational diagnosis or assessment. In short, we are looking at what prompts someone …show more content…
They involve predisposing, enabling, and reinforcing factors. Through surveys and one-on-one interviews planners will learn what prompts tobacco users to smoke. Is it knowledge, their belief or value system, or perhaps their attitude. Enabling factors disclose the features cause an action or skill to bring forth a behavior; so we can use this to look at why one smokes as well as what will help the person to choose an alternative behavior. Reinforcing factors give a consequence to the behavior. They can be rewards and punishments, like support groups and pairing with someone else who is trying to not use tobacco. To assess Phase 3, we can use impact evaluation (Phase 8) which gives the planners the extent to how the program worked. Would’ve the participant choose to stop using tobacco if he had not enrolled in the workshop and received the